Learning Action Cell Implementation In The Public Elementary Schools In The Division Of Cavite
Volume 3 - Issue 11, November 2019 Edition
[Download Full Paper]
Author(s)
Rochelle C. Binauhan
Keywords
learning action cell, professional learning community, collaboration
Abstract
Learning action cell as quality learning circle for teacher takes a big part in the lives of teachers as it promotes professional development, with the end goal of improving the teachers teaching skills and pupils’ performance inside the classroom. This endeavor empowers them to become agents of change, able to meet both local needs alongside national agenda wherein teachers are active constructors of their own knowledge as they facilitate and share ideas with the group. The difficulties encountered by the Elementary School Teachers in implementing the Learning Action Cell propelled the researcher to conduct a descriptive research where a research-made questionnaire was the main data gathering instrument complemented by interviews and focus group discussion. Respondents were 375 elementary school teachers and 164 school heads. One sample t- test was employed in treating the gathered data. Moreover, percentage was used in the acquisition of the average responses of teachers when grouped according to profile variable, on the readiness of public elementary school teachers and implementers in the conduct of LAC session, while f test was able to establish significant relationship between the profile variables of public elementary school teachers and school heads in the conduct of learning action cell implementation. As revealed in the study, teachers and implementers performed their task well in the learning action cell implementation either as a LAC leader, facilitator, documenter, resources person, or even as member, it also revealed that teachers and implementers were great in the different indicators relative to Kto12 basic education program such as learner diversity and student inclusion, teaching content and pedagogy, assessment and reporting, curriculum contextualization, localization and indigenization, more importantly the research proved that teachers and implementers possess the skills relative to 21st century, they can be identified as 21st century teachers and implementers for 21st century learners. There was a significant difference in the assessment of roles of the teachers and implementers in their role in the conduct of the learning action cell. Moreover, the study proposed different activities to intensify the integration of the 21st century in the conduct of the implementation. The results proved the effectiveness of the conduct of the learning action cell in the different schools in the province of Cavite, with the end in view of developing competent teachers to provide quality learning outcomes among learners. The results suggested the continuous conduct of the Learning Action Cell, considering the proposed activities to intensify the 21st century skills integration while assigning each of the members of the LAC team in doing different roles to stretch out their expertise. Considerably, other researchers may conduct a related study with different set of respondents.
References
[1] Bates, T. et al. (2011). The Professional Development of Teacher Educators.Routledge, New York City.
[2] Bolden, R. (2011). Distributed Leadership in Organizations: A Review of Theory and Research. University of Exeter, UK.
[3] Bubb, S. et al.(2007). Leading and Managing Continuing Professional Development: Developing People, Developing Schools.SAGE
[4] Brundrett, M. (2013). Principles of School Leadership.Liverpool,U.K.: Liverpool John Moores University.
[5] Carpenter, M. (2006). Strategic Management: A Dynamic Perspective. AbeBooks. Canada
[6] Easton, LB.(2011). Professional Learning Communities by Design: Putting the Learning Back into PLC’s. Texas, USA.
[7] Gregorio, H.C. (2007). School Administration and Supervision.Quezon City. RP Garcia Publishing Company
[8] Gut D. (2011). Integrating 21st Century Skills into the Curriculum Bringing Schools into the 21st Century, 131-157
[9] Lassonde, C. (2010). Teacher Collaboration for Professional Learning. Jossey-Bass, New York City.
[10] Murray, J. (2014). Designing and Implementing Effective Professional Learning. Tennesse, United States.
[11] Ortigas, C.D. (2015). Group Processes and Inductive Method: Theory and Practice in the Philippines. 3rd ed. Ateneo Press.
[12] Price, H.E. (2012). Principal Teacher Instructions: How Affective Relationship Shape Principal and Teacher Attitudes, University of Notre Dame, South Blvrd. In. USA
[13] Robinsons, K. (2015). Grassroots Revolution That’sTransforming Education, Capstone Publishing Limited
[14] Scales, P. (2011) Continuing Professional Development in the Lifelong Sector. University of Melbourne. Australia.
[15] Schon, D. A. (2016). The Reflective Practitioner: How Professionals Think in Action. Farnham, Ashgate
[16] Tomal D. R. (2013). Leading School Change, Maximizing Resources for School Improvement, Rowman and Littlefield Publisher Imc. New York
[17] Trilling B. And Fadel, C. (2009). 21st Century Skill: Learning for Life in Our Time, Jossy and Bass, San Francisco, C
[18] Wenger E. (2014). Communities of Practice, Learning, Meaning and Identity, Cambridge University Press, Cambridge.
[19] Whitehouse, C. (2011). Effective Continuing Professional Development for Teachers. Manchester, UK: Center for Education Research and Quality
[20] Zepeda, S. (2015). Professional Development, What Works, 2nd Edition.Routledge, New York City.